5112 research outputs found
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A space for healing
No full textPoem for performance at sound bath with musical accompaniment during York International Women's Week, 2025
An ideal new physical education curriculum
No full textAhead of the government review into PE, a suggestion for how to create an ideal, varied and inclusive PE curriculu
I do, we do, you do:reflections of the use of signature pedagogies in the UK's intensive training and practice programmes
No full textAs part of the changes to teacher training from 2024, the UK’s Department for Education has introduced the concept of intensive training and practice (ITAP) experiences. This element of teacher training seeks to integrate expert input from the training provider with practical school-based sessions to focus on particular aspects of professional practice (helloworld.cc/itap-training). Over a year, trainees are expected to participate in 20 days of ITAP covering several areas of practice. At Leeds Trinity University, ITAP experiences take place in two parts. The focus of this article is on the second ITAP experience, delivered on signature pedagogies. At this point, trainee teachers are in the early stages of their school experience, where they will start to teach around two to four lessons a week
An anxiety of poets in their natural habitat
No full textCollection of intertextual poems. Submitted to competition run by Hedgehog Press
A comparison of gambling behaviours among sport-based and non-sport-based students in the UK
Get PDFPurposeIn recent years, gambling among university students has received significant focus as it may be viewed as an attractive and exciting form of income whilst studying. Given this, stakeholders in protection from gambling-related harm need to better understand student gambling behaviours. This understanding should include students on sports-based programmes given their closer connection to sporting events, and a heightened sense of competition among such often gendered cohorts. This study aims to provide greater insights into gambling behaviours among these cohorts.Design/methodology/approachThe present pilot study comprised 210 university students on sports-based and non-sport-based programmes. Participants self-reported frequencies of gambling activity and expenditure via an online survey.FindingsResults showed a significantly greater frequency of female student non-gamblers on non-sports-based degree programmes and a high frequency of male student gamblers on sports-based degree programmes (p = 0.02). Sports-based students also reported significantly higher scores on the Problem Gambling Severity Index (PGSI) than non-sports students (p < 0.01). Finally, gambling expenditure (p < 0.01) and regularity (p < 0.01) were significantly lower among students studying non-sports degree programmes.Originality/valueThe findings of the present study provide evidence to warrant further investigation into gambling perceptions and behaviours among students on sports-based programmes, with a view to assessing the potential need for targeted awareness, tailored support and how both can most effectively be provided
Representation and truth in Salman Rushdie's Knife
No full textFocus on Salman Rushdie in the context of the future of the Humanities
The elephant in the science staff room:an investigation into the maths skills and confidence of pre-service science teachers
No full textThis paper explores the importance of mathematical skills for teaching science effectively to 14–16-year-olds and evaluates the support pre-service science teachers (PSTs) receive during their postgraduate initial teacher education (ITE) in England. Triggered by increased mathematical demands in the science curriculum, the study gathered data from 18 ITE providers (11% of national providers) during the 2023/2024 academic year. These providers completed a qualitative questionnaire on the mathematical support they offer. Additionally, 236 PSTs (11% of the national cohort) voluntarily completed a marking exercise with eight questions reflecting mathematical skills needed in secondary science teaching. Results highlight wide variability in mathematical preparation across ITE programmes. Only 13.5% of PSTs completed the exercise both correctly and confidently. Performance differences emerged by gender and subject specialism, with male PSTs and physics specialists performing better. Greater prior mathematics education also correlated with higher competence. The study recommends developing a mathematics skills audit and intervention tool for PSTs, integrating stronger mathematical content into ITE programmes, and conducting further research on PSTs’ mathematical development needs. These steps aim to address gaps in mathematical competence and ensure science teachers are well-prepared to deliver the curriculum effectively
A cross-sectional study investigating the role of meaning and purpose in life among older individuals (>50 years old) in recovery from alcohol use disorder / problem drinking
No full textBackground: (Re)discovering meaning and purpose in life (MPL) is one of eight domains of recovery capital (RC). However, there has been limited research on this important recovery support mechanism. Aim: Framed within Viktor Frankl’s theory of meaning (logotherapy), the paper aimed to investigate how MPL among older people in recovery is sustained. Method: Older people (≥50-years old) in recovery responded to a survey containing two measures: the Purpose in Life Test (PIL) and the Meaning in Life Questionnaire (MLQ). Respondents were divided into two groups, early- and late-onset. Relationships between MPL and the respondents were then investigated against four independent variables: onset-type, gender, continuous years in recovery and recovery pathway. Results: Late-onset AUD/problem drinking was estimated to emerge between 45- and 55-years old; the sample consisted of 249 (65.4%) early- and 132 (34.6%) late-onset respondents. Significant differences were found between PIL and continuous years in recovery (rs = .32, n = 381, p = <0.001) and the presence of meaning in life (MIL) and continuous years in recovery (rs = .30, n = 381, p = < .001). A significant difference was also found between onset-type and the search for MIL (t (308) = -2.45, p = 0.01). Conclusion: The main finding, that there is an association between MPL and continuous years in recovery, was further supported by the finding which suggested the late-onset group, who had been in recovery for significantly less time (M = 3.27 years) than the early-onset cohort (M = 12.71 years), were more likely to be searching for meaning in life
Exploring the well-being of early career teachers:staying afloat and fixing the boat during COVID-19?
No full textThe COVID-19 pandemic had a major impact on schools, leading to far-reaching and rapid responses by those in the sector. This included the cohort of student-teachers who were training to teach during the 2019–2020 academic year. Due to a national UK lockdown in the spring and summer of 2020, this cohort of individuals were unable to undertake school placements where they would gain the majority of their classroom experience before starting as qualified teachers. This paper reports on data we collected in a British Academy funded study from members of the cohort as they started their first year of teaching, to try to understand the impact of the loss of practical classroom teaching whilst training and to understand the extent of the impact this had on their well-being as they entered an unfamiliar and stressed sector. The results from the analysis suggest that this cohort of newly qualified teachers were meeting multiple challenges, which in some cases had a reported impact on their well-being. However, where they were well supported, and where strong professional relationships were developed, and performative measures were reconsidered, these challenges were more than compensated for by the resources individuals could draw on to ensure their continued development and positive well-being. However, there are still questions to answer as to how this cohort will react as schools return to performative, accountability-driven contexts, approaches to education that this cohort have had little experience of